The paper aims to investigate the relationships between foreign language learning strategies (FLLS) and personality traits among students of education and engineering sciences. Quantitative survey of self-report questionnaire was used to evaluate learning strategies and individual personality traits. Pearson's correlation coefficients were calculated and six linear regressions were conducted to test the predictive role of personality dimensions when language learning strategies were used as a criterion. The findings propose that students with different personality traits have different preferences when it comes to learning strategies. Two out of five personality traits from this study seem to have an important role in the prediction of the FLLS type used. While low Conscientiousness was predictive of more frequent usage of Cognitive and Compensation strategies, high Intellect was predictive of more frequent usage of Cognitive and Metacognitive strategies. The study points out the significance of managing students by meeting their personal differences in choosing learning strategies, and not by relying on the personality stereotypes that are predominant. The obtained results can help teachers to select appropriate learning strategies that match students' different personality types.

中文翻译：

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人格特质在语言学习策略选择和使用中的作用

本文旨在研究教育与工程科学专业学生的外语学习策略（FLLS）与人格特质之间的关系。自我报告调查表的定量调查被用来评估学习策略和个人人格特质。以语言学习策略为标准，计算了皮尔逊相关系数并进行了六次线性回归以检验人格维度的预测作用。研究结果表明，具有不同个性特征的学生在学习策略上有不同的偏好。这项研究的五分之二的人格特质似乎在预测所用的FLLS类型中具有重要作用。低的责任心可以预测认知和补偿策略的更频繁使用，而高智力则可以预测认知和元认知策略的更频繁使用。这项研究指出了在选择学习策略时满足学生的个性差异，而不是依靠主要的人格定型观念来管理学生的重要性。获得的结果可以帮助教师选择适合学生不同性格类型的学习策略。